Beyond the Temporary Imaginary of Cultural History: The Educational Past in the Anthropocene
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Abstract
The Anthropocene hypothesis is reorienting the theoretical frameworks that structure the epistemological debate in disciplines of the humanities and social sciences. This article focuses on the impact on the modes of historical temporalization that this hypothesis entails. More specifically, the paper inquires on the potentiality that this notion has for the field of the history of education. To this end, a first approach is made to the temporal imaginary of the cultural history of education whose main contribution has been to generate non-homogeneous forms of periodization. Later, the paper analyses the central postulates regarding the conception of time of the current of critical posthumanism. Finally, the notion of stratified time that has been recently developed is presented. This study confirmed the possibility for educational historians of a renewed temporalization within the framework of the geological era of the Anthropocene.
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